Improving Compliance in Primary School Students with Autism Spectrum Disorder

Tsuyoshi Imasaka, Pei Ling Lee, Angelika Anderson, Chernyse W. R. Wong, Dennis W. Moore, Brett Furlonger, Margherita Busacca

Research output: Contribution to journalArticleResearchpeer-review

Abstract

Complying with common instructions is considered an important skill, critical to school success; however, students with autism spectrum disorder (ASD) often exhibit low levels of compliance creating barriers to their inclusion in regular general education school settings. While self-management interventions have the potential to address compliance issues, there has been little research investigating their effectiveness in regular education school settings that include young children with ASD. Accordingly, the present study examined the effects of a self-management intervention for two 8-year-old boys with ASD and attention-deficit hyperactivity disorder. A multiple-baseline across settings design was used. Results indicated that the intervention was associated with increased rates of compliance and concomitant increases in on-task behavior for both participants within their respective classroom. Effects were maintained at follow-up, and social validity ratings suggested that the intervention was highly acceptable for both the students and their teachers. This study contributes to the knowledge base on effective and feasible interventions to support the inclusion of children with ASD in general education settings.

Original languageEnglish
Number of pages24
JournalJournal of Behavioral Education
DOIs
Publication statusAccepted/In press - 2019

Keywords

  • Compliance
  • Self-management
  • Autism
  • Multiple-baseline experimental design
  • On-task behavior

Cite this

Imasaka, Tsuyoshi ; Lee, Pei Ling ; Anderson, Angelika ; Wong, Chernyse W. R. ; Moore, Dennis W. ; Furlonger, Brett ; Busacca, Margherita. / Improving Compliance in Primary School Students with Autism Spectrum Disorder. In: Journal of Behavioral Education. 2019.
@article{25c4037d29134f20b4f7d35b07647177,
title = "Improving Compliance in Primary School Students with Autism Spectrum Disorder",
abstract = "Complying with common instructions is considered an important skill, critical to school success; however, students with autism spectrum disorder (ASD) often exhibit low levels of compliance creating barriers to their inclusion in regular general education school settings. While self-management interventions have the potential to address compliance issues, there has been little research investigating their effectiveness in regular education school settings that include young children with ASD. Accordingly, the present study examined the effects of a self-management intervention for two 8-year-old boys with ASD and attention-deficit hyperactivity disorder. A multiple-baseline across settings design was used. Results indicated that the intervention was associated with increased rates of compliance and concomitant increases in on-task behavior for both participants within their respective classroom. Effects were maintained at follow-up, and social validity ratings suggested that the intervention was highly acceptable for both the students and their teachers. This study contributes to the knowledge base on effective and feasible interventions to support the inclusion of children with ASD in general education settings.",
keywords = "Compliance, Self-management, Autism, Multiple-baseline experimental design, On-task behavior",
author = "Tsuyoshi Imasaka and Lee, {Pei Ling} and Angelika Anderson and Wong, {Chernyse W. R.} and Moore, {Dennis W.} and Brett Furlonger and Margherita Busacca",
year = "2019",
doi = "10.1007/s10864-019-09346-5",
language = "English",
journal = "Journal of Behavioral Education",
issn = "1053-0819",
publisher = "Springer-Verlag London Ltd.",

}

Improving Compliance in Primary School Students with Autism Spectrum Disorder. / Imasaka, Tsuyoshi; Lee, Pei Ling; Anderson, Angelika; Wong, Chernyse W. R.; Moore, Dennis W.; Furlonger, Brett; Busacca, Margherita.

In: Journal of Behavioral Education, 2019.

Research output: Contribution to journalArticleResearchpeer-review

TY - JOUR

T1 - Improving Compliance in Primary School Students with Autism Spectrum Disorder

AU - Imasaka, Tsuyoshi

AU - Lee, Pei Ling

AU - Anderson, Angelika

AU - Wong, Chernyse W. R.

AU - Moore, Dennis W.

AU - Furlonger, Brett

AU - Busacca, Margherita

PY - 2019

Y1 - 2019

N2 - Complying with common instructions is considered an important skill, critical to school success; however, students with autism spectrum disorder (ASD) often exhibit low levels of compliance creating barriers to their inclusion in regular general education school settings. While self-management interventions have the potential to address compliance issues, there has been little research investigating their effectiveness in regular education school settings that include young children with ASD. Accordingly, the present study examined the effects of a self-management intervention for two 8-year-old boys with ASD and attention-deficit hyperactivity disorder. A multiple-baseline across settings design was used. Results indicated that the intervention was associated with increased rates of compliance and concomitant increases in on-task behavior for both participants within their respective classroom. Effects were maintained at follow-up, and social validity ratings suggested that the intervention was highly acceptable for both the students and their teachers. This study contributes to the knowledge base on effective and feasible interventions to support the inclusion of children with ASD in general education settings.

AB - Complying with common instructions is considered an important skill, critical to school success; however, students with autism spectrum disorder (ASD) often exhibit low levels of compliance creating barriers to their inclusion in regular general education school settings. While self-management interventions have the potential to address compliance issues, there has been little research investigating their effectiveness in regular education school settings that include young children with ASD. Accordingly, the present study examined the effects of a self-management intervention for two 8-year-old boys with ASD and attention-deficit hyperactivity disorder. A multiple-baseline across settings design was used. Results indicated that the intervention was associated with increased rates of compliance and concomitant increases in on-task behavior for both participants within their respective classroom. Effects were maintained at follow-up, and social validity ratings suggested that the intervention was highly acceptable for both the students and their teachers. This study contributes to the knowledge base on effective and feasible interventions to support the inclusion of children with ASD in general education settings.

KW - Compliance

KW - Self-management

KW - Autism

KW - Multiple-baseline experimental design

KW - On-task behavior

UR - http://www.scopus.com/inward/record.url?scp=85073798951&partnerID=8YFLogxK

U2 - 10.1007/s10864-019-09346-5

DO - 10.1007/s10864-019-09346-5

M3 - Article

JO - Journal of Behavioral Education

JF - Journal of Behavioral Education

SN - 1053-0819

ER -